NOTE: HQSD does not necessarily have to align with PGP, but can be considered for alignment purposes.
Source: Ohio Department of Education. (2020). OTES 2.0 Model (032720).
Domain: Focus for Learning
Rubric Component: Connections to State Standards and District Priorities – The teacher’s instructional plan incorporates activities, assessments, and resources, including technology, that align with student needs, school and district priorities, and Ohio’s Learning Standards. The teacher participates in studying and evaluating advances in content and provides input on school and district curriculum.
District/Building Improvement Alignment: OIP - By 2020, all students PreK-12 will demonstrate at least one year of growth annually on state and/or district approved assessments. In addition, low performing subgroups will also earn at least 70 Annual Measurable Objectives (AMO) points on the building and district report cards. Staff will provide multiple, tiered ways for students to show understanding of the concepts being taught. This will be evident in the adult implementation and the student performance sections of our TBT documentation forms from our 5 Step-Process.
Goal: During the 2019-2020 school year, I will implement an instructional plan that incorporates activities, assessments, and resources, including technology, that align with student needs, school and district priorities, and Ohio’s Learning Standards so that my Grade 2 students will demonstrate at least one year of growth on state and/or district approved assessments. In addition, low performing subgroups will also earn at least 70 Annual Measurable Objectives (AMO) points on the building and district report cards.
Action Steps:
Evidence of Progress:
Source: Ohio Department of Education. (2020). OTES 2.0 Model (032720).